Jessica​ ​Andrus

10/20/2017

CCSS​ ​(or​ ​NGSS​ ​or​ ​GLCEs​ ​if​ ​sci​ ​or​ ​ss):

CCSS.MATH.CONTENT.4.NBT.B.6
Find​ ​whole-number​ ​quotients​ ​and​ ​remainders​ ​with​ ​up​ ​to​ ​four-digit​ ​dividends​ ​and​ ​one-digit​ ​divisors,​ ​using
strategies​ ​based​ ​on​ ​place​ ​value,​ ​the​ ​properties​ ​of​ ​operations,​ ​and/or​ ​the​ ​relationship​ ​between​ ​multiplication​ ​and
division.​ ​Illustrate​ ​and​ ​explain​ ​the​ ​calculation​ ​by​ ​using​ ​equations,​ ​rectangular​ ​arrays,​ ​and/or​ ​area​ ​models.

I​ ​can​ ​statement​ ​or​ ​other​ ​way​ ​of​ ​communicating​ ​to​ ​students​ ​the​ ​goal​ ​of​ ​the​ ​lesson:
I​ ​can​ ​divide​ ​4-digit​ ​numbers​ ​by​ ​a​ ​1-digit​ ​number​ ​with​ ​a​ ​remainder.

What​ ​you​ ​want​ ​your​ ​MT​ ​to​ ​be​ ​doing​ ​during​ ​the​ ​lesson:
Observing​ ​me​ ​and​ ​taking​ ​notes​ ​on​ ​strategies​ ​I​ ​use​ ​for​ ​presenting​ ​explicit​ ​instruction.

How​ ​this​ ​lesson​ ​relates​ ​to​ ​previous​ ​lessons​ ​and/or​ ​DATA​ ​(why​ ​are​ ​you​ ​teaching​ ​this?):
Previous​ ​lessons​ ​in​ ​this​ ​unit​ ​have​ ​used​ ​up​ ​to​ ​a​ ​3-digit​ ​number​ ​divided​ ​by​ ​a​ ​1-digit​ ​number​ ​with
regrouping​ ​and​ ​with​ ​or​ ​without​ ​remainders.​ ​We​ ​are​ ​continuing​ ​to​ ​develop​ ​students​ ​understanding​ ​of
procedures​ ​that​ ​help​ ​find​ ​quotients​ ​for​ ​long​ ​division​ ​problems​ ​while​ ​also​ ​adding​ ​another​ ​digit​ ​to​ ​the
dividend​ ​and​ ​the​ ​concept​ ​of​ ​remainders.

Steps/Procedure:

Time​ ​(in​ ​Minutes): Steps:

Intro:​ ​6 - Have​ ​students​ ​get​ ​out​ ​whiteboards,​ ​dry​ ​erase​ ​markers​ ​and
their​ ​multiplication​ ​table​ ​from​ ​their​ ​blue​ ​folders.​ ​Ask​ ​them​ ​to​ ​put
the​ ​marker​ ​in​ ​the​ ​handle​ ​and​ ​quietly​ ​put​ ​their​ ​eyes​ ​on​ ​me.
- Reminder:​ ​“Today​ ​we​ ​are​ ​going​ ​to​ ​continue​ ​working​ ​on​ ​dividing
4-digit​ ​numbers​ ​by​ ​1-digit​ ​numbers​ ​using​ ​standard​ ​algorithm
and​ ​MiF”
- Critic's​ ​Corner:​ ​Student​ ​lead.​ ​Go​ ​over​ ​and​ ​clarify
misunderstandings.

Warm​ ​up:​ ​5 - Before​ ​we​ ​get​ ​started​ ​on​ ​the​ ​focus​ ​lesson​ ​I​ ​want​ ​us​ ​to​ ​do​ ​a
warm​ ​up.
- On​ ​your​ ​whiteboard,​ ​use​ ​a​ ​method​ ​you​ ​already​ ​know,​ ​to
divide​ ​293/5​.

Focus​ ​Lesson:​ ​15 “Next​ ​we​ ​are​ ​going​ ​to​ ​do​ ​a​ ​watch,​ ​listen,​ ​learn”

Reminder:​ ​When​ ​we​ ​divide​ ​two​ ​numbers​ ​we​ ​always​ ​get​ ​a​ ​quotient​ ​but
sometimes​ ​our​ ​quotient​ ​isn’t​ ​evenly​ ​divisible​ ​so​ ​we​ ​have​ ​some
numbers​ ​left​ ​over,​ ​these​ ​leftover​ ​numbers​ ​are​ ​called​ ​“remainders”.
 Model​ ​example​:​ ​Find​ ​the​ ​Quotient​ ​and​ ​the​ ​Remainder​ ​using​ ​#25-26
on​ ​p.106​ ​in​ ​the​ ​Textbook.
1. GP​ ​#25:​ ​7146/7=?
a. Set​ ​up​ ​two​ ​division​ ​bars​ ​with​ ​the​ ​divisor​ ​and​ ​dividend.
b. Solve​ ​one​ ​problem​ ​using​ ​the​ ​standard​ ​algorithm.
c. Solve​ ​one​ ​using​ ​the​ ​MiF.
d. ANSWER:.
Clarify​ ​the​ ​Answer​ ​and​ ​how​ ​you​ ​expect​ ​them​ ​to​ ​label​ ​it​ ​on​ ​their​ ​paper.
Repeat​ ​above​ ​procedure​ ​for​ ​problems​ ​#26​ ​on​ ​p.​ ​106​ ​in​ ​the​ ​textbook.
This​ ​time​ ​encourage​ ​students​ ​to​ ​also​ ​write​ ​out​ ​the​ ​procedure​ ​as​ ​you
do​ ​it​ ​on​ ​the​ ​board.
2. #26:​ ​6351/8=

GP:​ ​10 “Now​ ​that​ ​we​ ​have​ ​done​ ​some​ ​examples​ ​together​ ​I​ ​want​ ​you​ ​to​ ​pick
the​ ​strategy​ ​you​ ​like​ ​the​ ​best​ ​and​ ​I​ ​want​ ​you​ ​to​ ​try​ ​out​ ​these​ ​two
problems​ ​on​ ​your​ ​own.”

Student​ ​problems:​ ​Find​ ​the​ ​Quotient​ ​and​ ​the​ ​Remainder​ ​using​ G

​ uided
Practice​ ​#6​ ​and​ ​#7​​ ​on​ ​p.105​ ​in​ ​the​ ​textbook.
1. ​ ​#27:​ ​617/7=
2. #28:​ ​6369/8=

Go​ ​back​ ​over​ ​the​ ​answers​ ​by​ ​modeling​ ​on​ ​the​ ​board​ ​but​ ​letting
students​ ​walk​ ​you​ ​through​ ​the​ ​procedure.

Workshop:​ ​35 Teacher:​​ ​Let’s​ ​Practice​ ​ ​p.​ ​108​ ​#5;​ ​Exit​ ​Ticket​ ​Let’s​ ​Practice​ ​p.​ ​108​ ​#6
PGW:​ ​Let’s​ ​Practice​ ​p.​ ​108​ ​#11-14,​ ​19-20
IP:​ ​Extra​ ​Practice​ ​p.​ ​32-33​ ​#12-17
Calendar:
-​Day​ ​Pieces
-Daily​ ​Depositor​ ​x100
-Multiples​ ​&​ ​Factors
-Clock

Academic/Social/Linguistic​ ​Supports​ ​for​ ​individual​ ​students.​ ​ ​Part​ ​of​ ​this​ ​MUST​ ​include​ ​your
plan​ ​for​ ​SPECIFIC​ ​ELL​ ​students​ ​(you​ ​can​ ​name​ ​them​ ​here​ ​or​ ​put​ ​an​ ​initial):
1. Sunip:​ ​He​ ​has​ ​a​ ​strength​ ​in​ ​math​ ​and​ ​is​ ​great​ ​with​ ​math​ ​facts​ ​but​ ​can​ ​benefit​ ​from
extra​ ​support​ ​when​ ​reading​ ​calendar​ ​and​ ​answering​ ​the​ ​different​ ​components​ ​that
require​ ​heavily​ ​math​ ​specific​ ​language.

Assessment​ ​(How​ ​you​ ​know​ ​they​ ​understood​ ​your​ ​goal)​ ​AND​ ​a​ ​plan​ ​for​ ​students​ ​on​ ​how​ ​they
can​ ​apply/reflect​ ​on​ ​feedback:
1. I​ ​will​ ​assess​ ​students​ ​with​ ​anecdotal​ ​notes​ ​during​ ​the​ ​teacher​ ​station.
2. I​ w​ ill​ ​also​ ​review​ ​their​ ​exit​ ​ticket​ ​problems​ ​to​ ​identify​ ​what​ ​level​ ​of​ ​understanding​ ​each
student​ ​has​ ​reached​ ​with​ ​finding​ ​quotients​ ​with​ ​remainders​ ​for​ ​4-digit​ ​numbers​ ​divided
by​ ​1-digit​ ​numbers.